school-to-school collaboration for transformation david triggs … · leadership, management and...

School-to-School Collaboration for Transformation

What can Federations learn from current and recent policy and practice?

Monday 1st December 2003British Academy, 10 Carlton House Terrace, London SW1

David TriggsGreensward College

Greensward’s experience

SST – Family of Schools

SCITT

SEEVEAZ

Beacon School

Twinning arrangements

Teacher Training Status

School ImprovementConsultant

Executive Principal

Cisco Regional Academy

Characteristics of an Executive Principal

• Capable of using authority ‘safely’• Capable of ‘building capacity’ of Leadership

Teams• First class mentor, coach, trainer• Clear educational vision and school

improvement model• High level consultancy skills• Extensive ‘networker’• Level 5 Leader• Impact

Greig City Academy

Greig Exclusions

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1012141618

Jan

Feb

March Ap

rilMa

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Greig City Academy

Attendance Figures

0.80.820.840.860.880.9

0.920.94

Jun-03

Jul-03

Aug-03

Sep-03

Oct-03

Nov-03

KS3

Ks4

Greig City Academy

% of staff remaining in post

0

20

40

60

80

100

2002/ 03 2003/ 04 2004/ 05

Target

Act ual

Conditions for success

• Schools/LEAs must commit to engaging an Executive Principal and a Principal

• Training of Executive Principals• Training of potential Principals• Engagement of the Community Action

Network• Funding for each projects

Trevor BaileyWorle School

‘Every Child MattersA School and Federation Perspective’

Weston Education Partnership

•Members: 4 Comprehensive schools, 2 special schools, 1 SLD one MLD, and a PRU.

•All 4 comprehensives will have had new Headteachers in the last 26 months – two appointments pending yet to be made and an acting head in post.

•Working collaboratively since Sept 2002.

•All 4 schools more than adequately populated – not an issue.

•Governors supportive of collaboration.

•Holiday seaside town with vastly reduced visitor numbers.

•Recent industry closures has resulted in reduced employment opportunities.

•Most current employment opportunities are low level service sector.

•A couple of areas of high deprivation with associated social problems

•Poorly served by services from youth clubs to cinemas to police presence. (proximity to Bristol) Commuter belt for Bristol

•Huge housing development planned – private and HousingAssociation

•Excellent road, rail, air links to national infrastructure.

•Some small areas of SRB funding

•Culture of low aspiration and poor progression to higher level courses

Weston: In need of regeneration

•Learning in Weston not the first choice for a significant minority at 11+ and 16+•Underachievement – the need to raise standards•Lack of understanding of and aspiration to HE•Disjointed provision and unclear progression•Budget issues•Loss of employment and lack of inward investment•Local council’s “New Vision” for Weston•Interconnectedness between prosperity and high quality learning•Rapidly growing town with pockets of severe deprivation•Need for improving skills base•Some links with teacher training institutions and BristolUniversity.

•Three of the schools are specialist and between them cover virtually all curriculum areas. Other school is applying to be specialist

Weston: The Educational Challenge

Weston-super-Mare Town Perspective

The Headteachers’ “Burning platform”

There is a lack of aspiration in the town.

Low self esteem, a low regard for the worth of lifelong learning / education results in poverty of ambition.

The schools see regeneration as having to happen from within thecommunity.

We believe the schools can lead this by addressing post 16 provision, lifelong learning provision and leading the town in gaining a sense of dynamism.

Achievements to Date

• Close partnership, openness and trust.• Joint governors’ group• Strong LEA support• Partnership with Weston College• 163 students on link courses, including students from special

schools• Strategic group and subgroups in place• Inter-school review of teaching and learning pilot• Sharing staff specialisms between institutions• Students and staff from Special Schools and PRUs accessing

facilities and staff in the 11-16 schools• Joint and specialist INSET

Collaboration and Networking will not provide the necessary “Hard Edged” Leadership, Management and Governance structures that will enable schools to become agents of systemic change.

Provide the highest possible quality of Education in all partner schools.

However, Federation will give schools and teachers the capacity to:

Be responsive to the needs of individual learners and offer wider choice.

Act as agents for regeneration and renewal in their communities.

Raise the collective game, be research driven and operate at the cutting edge of practice.

Why Federation?•A hard-edged commitment between schools to work together in partnership to achieve the agreed strategic goals.

•A core curriculum development programme managed on a Federation-wide basis to progressively enhance and extend the range and accessibility of curriculum available to students and staff.

•An enhanced 14-19 curriculum, embracing both A level and vocational studies to provide increased flexibility of provision to students at a critical stage of their education and transition to the world of work and higher education.

•A Federated approach to some of the key leadership, management and staff development initiatives, envisioned under LIG and excellence cluster, but made even more powerful through the process of joint and integrated action

Teaching Learning

Choice and Opportunity

Raising Aspirations

Putting the Learner First

A Collegiate Academy, open to all, with teaching and learning at its heart and a focus on improving the achievement, attainment and progression of young people.

The Weston Federation: An empowered Learning CommunityPROJECT STREAMS FOR FEDERATION IMPLEMENTATION

Leading learning

Initial Teacher Training

ICT infrastructure

Learner Support

Virtual Learning Environment

Transition Management and Organisational Change

Learning Organisation

Learning partnerships

Stakeholder Engagement & Communications

Continuing Professional DevelopmentVision

“Towards 2008”

Governance and Funding strategy

At the heart of the Weston Federation is the intention to create a unified

and integrated approach to Learning and Teaching. By working together

in Federation, the schools believe that they can improve standards

substantively over the levels possible with their standalone resources,

even after taking into account the incremental resources of LIG and

excellence cluster grants.

•Every individual understands and appreciates the meaning and power of learning for themselves, their future and their relationships with others.

•Every individual has an appreciation of how to develop and utilise their learning to enable them to achieve fulfilling personal goals.

•Every individual is equipped to play a full and active role in society.

Federation Culture and Ethos

•Federation philosophy, identity and practices are known, understood and respected by the members of its community.

•Leadership and Management are recognised in taking a leading role in promoting and fostering progress in a manner consistent with the agreed values.

•A willingness to seek out and work in new ways to ensure that all individuals are helped in their continuing professional development and to develop a work-life balance for all its members.

•A first choice of learning for the local community.

Federation Strategy Every Child Matters:Green Paper Proposals

• Supporting parents and carers

• Early intervention

• Accountability and integration

• Workforce reform

Too Many Visions, Plans, Strategies, Fiefdoms and Cooks?

Scho

ol

LEA: StandardsEWS SEN

CAMH

S

GP services and Primary Care Trust

School Health Service

Social Services

PoliceChildProtection

Acute Hospital

Trust

Connexions

Yout

h Se

rvice

Volun

tary A

gencie

s

Parents &Carers

The Solution

Full Service Extended Schools

in

Full Service Federations

Joining Up The Thinking

Federation Vision

Goals

Aims

Obj

ectiv

es

Targets

FederationSMB

FedTeam

CAMHS

Parents & Carers

Health Services

Social Services, Housing

YOT & Police

Voluntary Sector

Connexions andYouth Service

LEADfES

Federation Team

Advantages

• Creation of multi-disciplinary teams• Sharp end staff from different disciplines talk to each other

and work together as a team• Break through bureaucratic barriers• Quick, immediate responses to need• Common vision, goals and targets• Clarity• Accessibility of support mechanisms• Expertise on site• Children’s needs before system needs

David Hargreaves‘Innovation for Transformation’

We are at our best when we are at our

boldest …and we have not been bold enough.

Tony Blair, Conference 2003

I know the old top-down approach won’t work any more.

Tony Blair, Conference 2004

THE NATURE OF INNOVATION

Radical innovation

Far from existing practice

Incremental innovation

Near to existingpractice

Major change

Minor change

A typology ofTYPES OF INNOVATION IN PUBLIC SERVICE

ORGANISATIONS

Transpositional

Organisational

Methodological

Scientific

Technological

Radical Incremental

Distributed innovation

• the go-it alone approach• the modular approach

segmentedsequential

• Independent innovation means individuals seek to invent the wheel for themselves – and duplicate

• Modularity means the participants collaborate to create an Apollo

What are ‘good practice’ and ‘best practice’?

Innovation is best achieved through collaborative networks

The same networks are the most effective way of transferring the emergent good practices

INNOVATIONVALUE

RISKSSURMOUNTED

NUMBER OF SPINOFFS

HIGH

HIGHLOW

LOW

What will you do with your new knowledge?

• Keep it – Steal it• Sell it – Buy it• Share it – Share it• Give it away – Trust

An open source network of schools andTeachers would produce a peer-to-peer

systemof knowledge management that is…

• decentralised• distributed• disciplined

EDUNOVA

The Levers of Transformation

IPPR Seminar “Collaboration for Transformation”1 December 2003

Graham Walker

The Levers of Transformation

• In summary• Gap analysis• In detail• Actionable first steps

© Edunova Ltd

The UK education system is ready for transformational change

The good news is:• Many know that transformational

change is needed and that this need will increase over time, rather than level out

• Many excellent improvement initiatives over the last 10-15 years have prepared an enormous number of practitioners for transformational change, provided it is led sensitively in the best interests of the learner

• A major capital commitment has already been made for the very necessary renewal of the buildings and ICT infrastructure of UK education system

The challenge remains:• There is little shared understanding of

the comprehensive nature of the transformational changes that are needed and of the guiding principles that should define them

• There is little understanding as to what it will take to make transformational change happen successfully

© Edunova Ltd

The experience of many major programmes suggests the following levers of transformation for benchmarking the effectiveness of government reform policies

• A recognised imperative for change• An inspiring and unassailable vision• Sufficient resources of effective leadership• A culture of continuous learning and renewal• A balanced portfolio of transitional investments• A system-wide transition strategy• A sustainable steady-state economic model• Responsive support structures, processes and measures• Actionable first steps

© Edunova Ltd

There is some way to go before we can say that we have an effective strategy for transforming our UK education system

Actionable first steps

Responsive structures, systems and measures

Sustainable steady-state economics

System-wide transition strategy

Balanced transitional investments

Culture of learning and renewal

Sufficient effective leadership resources

Inspiring/ unassailable vision

Imperative for change

Ease of completionPresent positionLever of Transformation

© Edunova Ltd

Inspiring / Unassailable vision

Inspiring/ unassailable vision


Inspirational Purpose

Methods & Tools

Structures & Goals

An inspirational and unassailable vision will enable all stakeholders to unite with a strength of purpose that will motivate and energise all the activities that have to happen.

By focusing single-mindedly on the purpose, we can help individuals work together to overcome the barriers that inevitably loom large in our day to day activities.

That clarity of purpose is currently not present in the system. The good news is that it is relatively easy to develop and agree.

© Edunova Ltd

Sufficient resources of effective leadership

Sufficient effective leadership resources


Illustration of the challenge at secondary level

•Circa 4000 secondary schools in England and Wales

•Circa 2.5-10% of head-teachers are truly outstanding school principals (and the equivalent percentage of similarly qualified senior managers)

•Need a major step change in the aspirations and performance of our core education system

•Need to catch up with and then keep up with fastest changes in human history

•How to leverage the leadership skills of the few for the benefit of the many?

Current initiatives, whilst well intended and based on the right principles, are delivering patchy and relatively incremental changes, with no clear definition of end goals and timescales. No coherent way has been found yet for rapidly transferring innovative know-how in the normal course of school business

Hard-edged collaboratives have the potential to:

•Leverage scarce leadership, management and other intellectual resources across the system

•Ensure that the process of change is directed and led by practitioners, with the focus on the learner

•Research, develop and disseminate new solutions as part of the normal course of school business

© Edunova Ltd

A culture of continuous learning and renewal

Culture of learning and renewal


Currently although there is a spirited debate and experimentation amongst practitioners regarding the nature and benefits of “learning organisations” , this is not yet backed up by relevant policy priorities and national investment programmes

Surely our schools should be supported in their efforts to become learning organisations?It would be relatively easy to launch a national programme to foster a process of discovery and understanding, as so much has been written and understood about this subject over the last few decades

RESULTS

Inspirational Purpose

Methods & Tools

Structures & goals

Skills and capabilities

Attitudes and beliefs

Awareness and sensitivities

Source: The Fifth Discipline Fieldbook(PeterSenge)

DOMAIN OF ENDURING CHANGE

DOMAIN OF ACTION

© Edunova Ltd

A balanced portfolio of transitional investments

Balanced transitional investments


Currently, unprecedented levels of investment are being committed in the areas of new buildings and technology. Similar commitments have yet to be made to the new learning frameworks, leadership and staffing arrangements that will be critical to realising the best value from these investments.

Pathfinding collaboratives can be used as development agents to envision, develop and test the learning frameworks, leadership and staff development arrangements that will best serve the learner in the schools of the future. These can form the blueprints and working exemplars for those that follow.

Individual transitions

EndingExp

loring

Begi

nnin

g

Designi

ng

Lead

ing

Realising

CurrentState

FutureState

Organisational transitions

Organisational readiness and business case

Vision for change

Culture & Change

Organisational Development

Communication Strategy

Leadership & stakeholders

Individual & Team Capacity

…..There is no simple solution to this transformational challenge

© Edunova Ltd

A system-wide transition strategy

System-wide transition strategy


Currently, there appears to be no explicit national strategy for moving safely and securely from the traditional classroom-based learning model to one that is focused more on the needs of the individual learner.

A nationally facilitated and nurtured path-finding strategy is needed, using “hard edged” collaborative partnerships to develop, test and demonstrate the required new solutions, and then help the early and later followers to catch up. The path-finding strategy needs to be organised to motivate bold but safe transitions, and to reward success with greater freedoms and powers.

100% New Learning Paradigm

100% Traditional Learning Paradigm

0% New Learning Paradigm

0% Traditional Learning Paradigm

Time

© Edunova Ltd




Outcomes: A transformed education system will deliver educational outcomes for young people and those in their communities far in excess of today’s

Running costs: These will be greater than that of today’s because of the need for:• a more flexible and learner focused curriculum• a more adaptable and learner focused staff, with pay and conditions better aligned with private sector• the regular renewal of the ICT infrastructure and ICT-based learning applications

Transition costs: These will include:• New buildings and ICT• New curricula and support tools• Staff development and change support• Reform and realignment of other support organisations

This economic case for Transformation can be made (Perhaps it has been made?). Currently, however, it has not been communicated. Its continuing absence leaves

stakeholders sceptical about both the resolve and the execution of the plans.

© Edunova Ltd




Structures, systems and measuresinclude:

•DfES

•National Curriculum

•National standards agenda

•Ofsted/HMI

•TTA/HE/NCSL

•QCA

•LEAs/LSC

•Examination boards

•and many others

All have to be re-designed to respond to the needs of the transformed schools of the future

Currently, little has been done structurally to enable all of the functions listed to respond to the emerging new order. The scope, criticality and labour-intensity of the required changes cannot be overemphasised. To some degree, some of the funding needed at practitioner level within schools will have to be met by the dividends from the reshaping of the support sector

© Edunova Ltd

Actionable next stepsAn agenda for the next political cycle ?

• Recognise the need for an organising framework for system-wide transformation• Develop that framework, the key elements of the transformation strategy, and the

outline economic case for system wide transformation• Mobilise a critical mass of path-finding “hard-edged” collaboratives (say 40-50

secondary collaboratives of 10-15 schools; and 80-90 primary collaboratives of 20-30 schools) to research, explore and deliver transformational solutions that point the way for others to follow. Ensure that they are adequately funded and supported to move as quickly and expeditiously as possible.

• Monitor progress at 18 month intervals. Stabilise or reduce funding for low achievers or those falling far short of committed targets. Enhance funding and support for those succeeding.

• Nurture and support these programme through a strategic collaborative unit reporting directly to the Secretary of State.

• Launch other selected national programmes to help pave the way for the following implementation cycles (eg a national “learning organisation” discovery programme)

• Refine the economic case in the light of path-finding experience• Plan the next two 5-year cycles of the transformation process

© Edunova Ltd

Jenny MossThe views of Westhaven Special School, a member of the

Weston Education Partnership, on the role of a special school in a developing Federation.

Weston Education Partnership - WEP

A Federation of four secondary and two special schools.

Westhaven School

• A 75 place special school for pupils aged 7-16 years, with a wide variety of barriers to learning.

• School Achievement Award 2003• Investors in People 2003

Ofsted Report - June 2003:

‘Westhaven is a good and improving School’…• The quality of the teaching is good overall and very good in

three lessons in ten.• Very good relationships between pupils and staff.• Overall the range of learning experiences is good.• Very good links with parents and carers who are able to

contribute well to pupils’ learning.• Excellent leadership and management.

Pupil Outcomes at KS4

GCSE 2002 &200390% of Year 11 pupils gained at least one GCSE A* - G (3 times

the national average for similar schools)25% of Year 11 pupils gained 5+ GCSEs A* - G(40 times the national average for similar schools)

Value Added Tables 2002KS3 – 4 102.7 – the highest score of any maintained secondary

school in the LEA

Weston Education Achievement ZoneWEAZ

Weston Family of Schools + Excellence Cluster

DfES Conference – Innovations Unit

Essential requirements for a successful Federation:

1. Aspirational Vision2. Wholehearted commitment of all schools and

Governing Bodies3. Support and encouragement of LEA4. Support and ‘start up’ funding from DfES5. External consultants to provide capacity, drive and

‘know how’ - Edunova.

WEP Benefits to Special Schools:

• Equal Opportunities for all• Inclusion in all appropriate activities• Acceptance of special schools• Common timetabling and INSET days• CPD opportunities for staff• ICT developments• Access to specialist schools staffing e.g.Drama GCSE at Worle• Equal representation on Strategic Management Board• Economies of Scale in Purchasing/Sharing Staff/Minority Courses• WEP to be based in Westhaven.

WEP Benefits from including Special Schools:

• CPD Opportunities: such as Behaviour Management, Differentiation, Working with parents/carers, Planning and delivery of individual learning programmes.

• ITT Development of new strand to include special school experience, plus CAMHS and Social Service dimensions.

• Multi-professional and Inter-agency working: Integration of service providers such as Social Services, Health - therapists, CAMHS, Connexions etc.

• Flexible Placements e.g. NVQ1 Catering

Additional Advantages for WEP Members:

• Strategic planning at a local level• Wide variety of expertise available to all schools• Common timetabling and INSET days• Multi agency working - extended schools• Access to new technologies - development of a 21st

Century curriculum• Economy of scale in awarding contracts: Catering,

Grounds etc• Attraction of further initiatives

Barriers to participation by Special Schools:

National• Lack of recognition of all

levels of achievement in value added and league tables

• Initiatives which exclude special schools

• Perceived values of status of special schools

School Specific• The ‘Day Job’ - essential

involvement of external consultants

• Capacity of schools to release staff

• Territorial views of some governors - Loss of identity or Dilution of expertise.

WEP The Future 2008(Crystal ball gazing!)

• WEP NVQ provider• All federation targets met (and exceeded)• Management of all SEN• ‘Out of the box’ thinking and innovation• Blurring of barriers between schools - joint placements

commonplace• Diverse individualised curricula developed• Closer business links to align WRL with NVQs

The Weston Education Partnership will transform secondary education by

collaboration, to ensure equal opportunities, inclusion and access for all students in

Weston-super-Mare.

Sally PowerInstitute of Education

‘Lessons from the EAZ initiative’

The research• 42 month study funded by the Economic and Social

Research Council• Survey and case study data, largely from the early

zones• Also informed by SEED-funded 3 year evaluation of

Scottish New Community Schools

• Key issues• Within zone collaboration• Collaboration beyond the zone

Within zone collaboration

• Staff generally very positive:‘…It’s been quite useful to think in terms of being

part of something bigger than just one school. It’s been good knowing that there is a network of people working on the same sort of thing, and to have contact with them, and to find out what’s going on in other schools. ... You can feel quite isolated here.’

Main EAZ benefits: Greenbrook

8%0%EAZ team support

10%4%Professional development

8%11%Experimentation

47%44%Collaboration

34%56%Resources

20022000

Issues: Time

• Time spent in meetings‘… to be quite honest, the school is better with her in the

school … the roles need to be considered quite carefully … if she can demonstrate that they EAZ has done lots of wonderful things and she wants to share that then that's great, as long as that doesn't actually interfere with the daily running of the school.’

‘…. it [the cluster meeting] hasn’t been particularly successfulbecause it’s – ‘oh, it’s an EAZ meeting. It’s like - oh, I’ve got to turn up’. But I’m just paying it lip service. And there is that feeling within the staff.’

Issues: Social or substantive?

‘…We have meetings between schools .. where we get to have a good gossip and see what’s going on elsewhere … I mean, it’s not been overwhelmingly useful, but it’s been pleasant.’

‘… I’ve made really good friends in other schools because of it.’

Issues: Peripheral or permeating

• Network ‘insiders’ and ‘outsiders’‘…I’m aware that some people have been more

involved in what is going on in the zone than others, and I suspect that some people have even got time off within the school to follow EAZ initiatives, but quite how that relates to anything that goes on in my classroom, I’d have to say I am pretty vague about.’

Collaboration with non-Zone schools• Generally problematic

–The arbitrariness of whose ‘inside’ and ‘outside’

–Differential resource levels–The effects of inter-school competition

On sharing good practice…

‘...It's like being a prophet without honour in your own country …You can’t go to other [non-zone] schools and say ‘Oh, we’ve got lots of money, and we do wonderful things [with it].’ We get a better response on the other side of the country than the other side of town.’

Factors that appear to hinder collaboration• Different governing arrangements, in particular

for voluntary schools• ‘Arbitrary’ inclusion• High staff turn-over of key personnel• Heavy time commitment• Competition between schools

Factors that appear to foster collaboration• Having designated ‘collaborators’• A relatively small number of schools• Clarity over resources and mutuality of

benefits• Clear focus about the purpose:

Collaboration for what end?

Kathryn RileyInstitute of Education

‘A bottom up approach to change’

Context

• 1998 > Plethora of initiatives

• EAZs – raise standards of achievement in areas of deprivation

• Expected, at one and same time, to be ‘creative, flexible, innovative & safe’ (Riley & Watling, 1999)

• Some smaller initiatives (mini-EAZs) operated between the cracks

• WRaPP: Woolwich Reach & Plumstead Pathfinder EIC Action Zones (18 schools)

• Two evaluations: 2002/3

• Staffing context: • High turnover, agency,

overseas, inexperienced middle management

• Community context: Deprivation, refugees, families experiencing multiple difficulties

WRaPPWRaPPWRaPPWRaPP 20022002

• Schools responded positively to WRaPP’sbottom-up approach

• (Balance between schools’ identified needs: new horizons e.g. Accelerated Learning)

Targeted funding

Development strategyfor teachers

Change strategy for school leaders

•Approach

Questions for 2003Questions for 2003

Impact on learningoutcomes?

Spread of good practice amongst

schools?

impact of WRaPPprojects?

Impact on pupils& parents?

Success of training& development

activities?

Impact on teachers’ views & practices?

Questions

• Great enthusiasm: particularly professional opportunities

• Project leadership: highly supportive

• Senior staff : practical support for pupils with emotional & learning difficulties, additional resources for attendance etc

• Primary: WRaPP major tool for school improvement

• For secondary: network & source of professional learning

• WRaPP approach helps reduce confrontation.

• It creates opportunity for dialogue & enables people to talk about feelings & say to pupils, ‘teachers get upset when you…’.

• We are all enthralled by WRaPP.

What did teachers say?hat did teachers say?

Accelerated LearningAccelerated Learning

• Embraced with considerable enthusiasm across schools

• Appears to have rejuvenated staff & motivated pupils

• Accelerated Learning has helped create a climate of respectful learners. …..Teachers learn to identify what is getting in the way of learning.

• … I feel liberated by AL. I used to think that listening to the teacher meant that children should sit with their arms folded. Now I recognize this isn’t the case

What did we see? PrimaryWhat did we see? Primary

• I observed a Year 6 literacy lesson. Her classroom was magnificent - colourful, creative, imaginative, exciting, loads to look at and read.

• Key pointers and signs around - an Aladdin's cave! Such a stimulating environment.

• She used accelerated learning warm up/energising techniques at the beginning; all children involved & using whiteboards to make notes & try out ideas.

• They were addressing the argument 'is homework necessary?‘

• I came out feeling very energised!

What did we see? SecondaryWhat did we see? Secondary

• I observed a lesson given by an English teacher who had attended the ‘Art of Learning Training’ – on techniques for note-taking through work on Macbeth.

• The lesson was energetic & vibrant & focused on the left & right sides of the brain.

• The students were engaged & interested.

• One boy said, 'My ideas are running around my head and I'm trying to catch one'.

Evidence of Impact:Evidence of Impact:SuccessSuccess IndicatorsIndicators

• Changes in:Perceptions: attitudes of teachers most closely

involvedBehaviour : classroom practices & learning environment of their pupils

Improvements in:Attendance: Absences in WRaPP primaries reduced.

Greatest strides - schools with high levels of involvement Performance : Wide variation between schools, but those most closely involved, on faster upwards trajectory

What are the implications for change &

improvement?

Change process

• DirectorJill Jordan

• There is a feeling that teachers are being acknowledged & recognised as people & have learnt skills that they will use in all aspects of their life

• Professional Development is valued & linked to further study & research based on classroom practice (e.g. MTeach)

• Teachers receive support with research, individual mentoring & an opportunity to be part of a live, experiential learning community (GTF)

• Development opportunities & networks

• Change Leaders…. There’s never been anything here before about my development.

• It was unlike anything I’ve ever been on. It provided me with the skills for listening & communicating, putting things into context. ..… I can now identify stages where people are at in the change process….I recognize the patterns in myself. …. It helps me understand why some people struggle to change.

What inspires teachers? Change modelChange model

– Research on effective reform & change - development dependent on number of factors:

Climate of trust Activities focused at changing teachers’ ideas & practicesOpportunities & time for collaboration & networkingFeedback & evaluation

– All these characteristics present in WRaPP

Experience

Reflect

Personal capacitybuilding

Experiment & change

Facilitated time toreflect

Support to conceptualise

Make sense

Change

school-to-school collaboration for transformation david triggs … · leadership, management and...

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